Definitions and Prevalence Consequences of Untreated ...
Transcript of Definitions and Prevalence Consequences of Untreated ...
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Definitions and Prevalence
Dyslexia Over the Lifespan
Consequences of Untreated Dyslexia
Health Literacy
Awareness and Lessons Learned--ALA
Evidence-based Reading Instruction
The Matthew Effect
Dyslexia and Librarians
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DYS = DIFFICULTY
LEXIA = LANGUAGE
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Term for person with unexpected difficulty learning to read (and write and spell)
Usually the problem is very specific to reading
--Professor Mark Seidenberg,
UW-Madison
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Neurobiological
Image courtesy of Eden, G. Georgetown University
Brain changes are seen with educational treatment
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“Dyslexia may be the most common
neurobehavioral disorder affecting
children, with prevalence rates ranging
from 10% in clinic and school identified
samples to 17.5% in unselected
population based samples in the U.S.
and other countries.”—Lyon, Shaywitz, and Shaywitz.
Nelson Textbook of Pediatrics. 2007.
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Deficit in phonological
component of language
Unexpected in relation to other
cognitive abilities and the
provision of effective classroom
instruction.
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Difficulties with accurate and/or fluent word recognition
Poor spelling and decoding abilities
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Untreated Dyslexia may result in:
› Reading comprehension problems
› Poor reading experience
› Less growth of vocabulary
› Decreased background knowledge
--NICHD and International Dyslexia Association.
2003.
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If society did not require reading, the person’s impairment would go unnoticed!
--Professor Mark Seidenberg, UW-Madison
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But…our society does require
reading, writing and spelling
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NOT about
letter
reversals or
“seeing
backwards”
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•NOT a general learning problem
•NOT due to lack of motivation
•NOT rare
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low self-esteem
behavioral problems
anxiety and depression
delinquency
aggression, and withdrawal or alienation
from friends, parents and teachers.
http://www.mayoclinic.com/health/dyslexia/DS00224/DSECTION=complications
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“There is a 27% drop out rate of students with learning disabilities; that is more than twice the rate of the general population… lost potential…problems with substance abuse and juvenile justice problems…one can go to prisons and see that…the majority of inmates lack reading skill.”
James Wendorf, Exec. Director,
National Center for Learning Disabilities
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“In our study, poor readers were 3 to 6 times more likely than typical readers to consider or attempt suicide and 6 times more likely to drop out of school. …Educators and parents should beaware of the risk of suicidal thoughts and behavior among adolescents with reading problems.”
-- Stephanie Sergent Daniel, PhD
Interview in ScienceDaily (Nov. 3, 2006)
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Promote early identification of dyslexia
Promote screening for adults
Provide equal access to vocabulary and background knowledge
Coordinate support from clinics, hospitals, schools and libraries
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A little girl who loves listening to stories…
An entrepreneur who sells KINKOS for $2
billion and considers himself a non-
reader…
A young guy just out of prison…
A physician, teacher, architect,
mechanic, artist, clerk, politician,
librarian…
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Family history of reading or learning problems
Early: late speech development, difficulty with
rhyming, letters and sounds
School years: trouble sounding out words,
difficulty with spelling, avoids reading
Adults: slow, effortful reading, lack of fluency
Yale Center for Dyslexia & Creativity
http://dyslexia.yale.edu/EDU_signs.html
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Curiosity
Imagination
Ability to figure things out
Gets the gist of things easily
Good understanding of new concepts
http://dyslexia.yale.edu/EDU_signs.html
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Health settings
Schools
Justice system
Libraries
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Physicians are not routinely trained to identify
risks for dyslexia.
Screening is not standardized.
Access to neuropsychological testing is not
readily available.
Lack of insurance coverage.
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A few states require early screening and services--Wisconsin does not
Massachusetts requires teacher training in evidence-based reading instruction--MA ranks #1 in reading (NAEP, 2009)
Too often, schools do not specifically acknowledge dyslexia
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Dyslexia is not identified routinely.
Inconsistent policies and procedures
exist throughout the state.
Teachers are not required to have
training in evidence-based reading
instruction.
When identified, a Wisconsin dyslexic is
unlikely to be provided effective reading
instruction.
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ASSEMBLY BILL 584 Dyslexia screenings required annually for pupils
in grades K-2 and selectively in grades 3-5
ASSEMBLY BILL 583
Reading specialist and special ed. teacher:
supplementary exam required for license
issuance or renewal
› Bills died in Committee.
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Between $106 BILLION to $238 BILLION
annually to the U.S. economyhttp://www.pfizerhealthliteracy.com/pdf/Low-Health-
Literacy_Implicationsfor-National-Health-Policy.pdf
Up to $7.6 BILLION annually in Wisconsinhttp://www.madison.com/wsj/topstories/444955
---John A. Vernon, PhD
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“Literacy skills are a strongerpredictor of an individual’s health status than age, income, employment status, education level, and racial and ethnic group.”
--Partnership for Clear Health Communications.
2003.
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Your physician has dednemmocer that
you have a ypocsonoloc. Ypocsonoloc
is a test for noloc recnac. It sevlovni
gnitresni a elbixelf gniweiv epocs into
your mutcer. You must drink laiceps
diuqil the thgin erofeb the noitanimaxe
to naelc out your noloc. -- Barry Weiss, MD
Health Literacy: A Manual for Clinicians. 2003.
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“Reading problems are not outgrown,
they are persistent….Without
identification and proven interventions,
virtually all children who have reading
difficulties early on will struggle with
reading when they are adults.”
--Sally Shaywitz, Overcoming Dyslexia. 2003.
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Health and health care (2 min; 16 sec)
http://www.childrenofthecode.org/Tour/c1/health.htm
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Picture courtesy of the Wisconsin Historical Society
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Library staff generally exhibited the same
lack of knowledge about learning
disabilities as the U.S. population in
general.
The most common misconception of
library staff was that people with learning
disabilities are intellectually disabled.
(Intellectual disability was not the term used when the survey was published in 2001.)
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Services and programs for people with disabilities are perceived as peripheral to the library’s mission, rather than a necessary and integral part of its programs and services.
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Many librarians miss the connection
between learning
disabilities and key
areas of concern:
› information access
› technology
› literacy
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Most attention to disabilities focuses on
“bricks and mortar” fixes for people who
are deaf, blind or have mobility
difficulties.
--ALA Roads to Learning, 1996-2001
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“As far as how we
think about, talk
about, depict and
serve people with
disabilities, we’re back
in the 1950’s or 60’s.”
--Audrey Gorman.
“On My Mind.”
American Libraries. 2000.
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Undetected or untreated learning
disabilities have been found in 60% of
adults with severe literacy problems.
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Deficits in reading skills are the most
common forms of learning disabilities.
People with learning disabilities are
generally of normal or above average
intelligence.
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People have learning disabilities all of
their lives.
When the learning disabilities of young
criminal offenders are addressed, their
recidivism rate is 2%.
People with learning disabilities can learn
to compensate for their conditions.
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“Although
the world is
full of
suffering, it
is also full of
the
overcoming
of it.” --
Helen Keller
Helen Keller and Anne
Sullivan. 1897. http://hdl.loc.gov/loc.pnp/cph.3
a15420
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Slide courtesy of Guinevere Eden, D.Phil.
Evidence-based reading instruction
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Helen Keller and Anne Sullivan
Orton-Gillingham› Dr. Samuel Orton (1879-1948)
› Anna Gillingham (1879-1964)
Sample of programs based on O-G › Project Read
› Wilson Reading System
› Lindamood Bell
Emerging programs› RAVE-O
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Multisensory Visual
Auditory
Kinesthetic
Tactile
Sequential
Explicit
Cumulative
Learn to mastery
Content is complex.
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Keira Knightley, Patrick Dempsey, actorsCarol Greider, PhD, Winner of the 2009 Nobel Prize in Physiology or MedicineBruce Jenner, 1976 Olympic Champion & Narrator of Demystifying Dyslexia
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“The word-rich get richer, the word-poor
get poorer.”
Good readers read
Poor readers avoid reading
Poorer readers read less and learn less
from reading
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Dyslexia
Specific learning disability
Learning disabilities
Reading disability
LD
Developmental reading disorder
Learning disorders
Learning difference
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Attention Deficit Hyperactivity Disorder
(ADHD)
Dyscalculia
Dysgraphia
Executive function
Gifted/twice exceptional
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National Institute of Neurological Disorders and
Stroke (NINDS) http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm
National Center for Learning Disabilities http://www.ncld.org/
International Dyslexia Association http://www.interdys.org/
Learning Disabilities Association of America http://www.ldanatl.org/
National Institute of Child Health and Human
Development http://www.nichd.nih.gov/
National Institute of Mental Health (NIMH) http://www.nimh.nih.gov/index.shtml
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Fact sheets
Bibliographies
Research on multisensory structured
language instruction programs
http://www.interdys.org/ewebeditpro5/upload/MSL2007finalR1.pdf
See also websites: LD Online, Reading Rockets and Wrightslaw
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Learning Difference Network
http://sites.google.com/site/learningdifferencenetwork/
Wisconsin Branch of the International Dyslexia Associationhttp://www.wibida.org/
Wisconsin Literacyhttp://wisconsinliteracy.org/
Health Literacy Wisconsinhttp://www.healthliteracywisconsin.org/
Wisconsin Reading Coalitionhttp://sites.google.com/site/wisconsinreadingcoalition/
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Time
Accommodations do not simplify the
material to be learned, but only the
effort required to learn it.
Utilize diverse and informative materials
in multiple media & adaptive
technologies.
Know your patron’s learning profile.
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Wisconsin Public Library Consortium
http://www.wplc.info/welcome.html
Wisconsin Regional Library for the Blind and Physically Handicappedhttp://dpi.state.wi.us/rll/wrlbph/
Disability.govhttp://www.disability.gov/education/assistive_technology
RFB&D (Recordings from the Blind & Dyslexic)
http://www.rfbd.org/
TechMatrix http://www.techmatrix.org/Home
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Health Literacy Universal Precautions Toolkit http://www.ahrq.gov/qual/literacy/healthliteracytoolkit.pdf
National Action Plan to Improve Health Literacy
http://www.health.gov/communication/HLActionPlan/pdf/Health_Literacy_Action_Plan.pdf
Healthiest Wisconsin 2020
http://www.dhs.wisconsin.gov/hw2020/pdf/hw2020july2010.pdf
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Re-examine how we do reference interviews
Build collections and include multimedia formats
Think about access: directions, call numbers, etc.
Consider aspects of universal design
Partner with other libraries and literacy groups
Raise awareness
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What materials are available and
accessible for:
› medical practitioners
› parents, teachers and tutors
› individuals with dyslexia (all ages)
Do you have information on:
› dyslexia
› evidence-based multisensory reading instruction
› dyslexia organizations and community resources
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Reach Out & Read
› MDs prescribe literacy
Get Ready to Read
› Screening Tool
› Information for librarians
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Promote multisensory approach to
songs, finger plays, rhymes and
movement
Provide information on the early signs of
dyslexia and the importance of early
intervention
Build collections with decodable books
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“My father was
an angry and
impatient
teacher and
flung the reading
book at my
head.”--W.B. Yeats
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“I won a Pulitzer Prize for playwriting, and I grew up having trouble reading.”
“I write in libraries, almost because I have the sense of wonder about all these other people who sit and read.”
“I’m not going to be able to read a book with small print or a lot of print. It helps if it has really dark print.”
--Wendy Wassertein
author of The Heidi Chronicles
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“Even though I couldn’t read quickly, I could imagine things faster than some other people who were stuck thinking sequentially. That helped me in solving complex business problems. I could visualize how things looked at the end of the tunnel.”
-- Charles Schwab
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“Librarians do change lives.”
--Audrey Gorman, “The 15% Solution: Kids with LD
Can’t Wait.” American Libraries. 1997.